Educating the gifted student: Eagerness to achieve as a curricular competence

During the last decades, high intellectual abilities have been revealed as a decisive curricular factor that evidences the need to adapt content to students' characteristics. In Spain, various autonomous communities have designed programs that, through extraordinary activities, seek to respond...

Full description

Saved in:
Bibliographic Details
Published in:Comunicar 2019-07, Vol.27 (60), p.19-28
Main Authors: García-Guardia, María-Luisa, Ayestarán-Crespo, Raquel, López-Gómez, Josefa-Elisa, Tovar-Vicente, Mónica
Format: Article
Language:English
Subjects:
Academically Gifted
Adaptation
Cognition & reasoning
Cognitive ability
Competence
Correlation
Creativity
Foreign Countries
Gifted children
High Achievement
Innovation
Intelligence
Learning
Learning Processes
Persistence
Secondary Education
Secondary School Students
Special Needs Students
Student Characteristics
Students
Talent Identification
Teaching Methods
Citations: Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:During the last decades, high intellectual abilities have been revealed as a decisive curricular factor that evidences the need to adapt content to students' characteristics. In Spain, various autonomous communities have designed programs that, through extraordinary activities, seek to respond to this demand and provide talented students with the appropriate context for the development and strengthening of their skills. In the case of Madrid, this proposal includes private involvement of an entrepreneurial nature that has demonstrated the possible connection between the two environments when considering the labor asset, fundamentally oriented to the resolution of projects by adolescent subjects with above average cognitive capacities. This research has examined, by means of a 180° questionnaire completed by 342 subjects (comprised of parents and skilled children, teachers and classmates) in seven Madrid schools, the possibility of identifying the 'eagerness to achieve' competence, considering that its early distinction enables its development in educational contexts and the training of students in order to promote individuals who focus their professional work towards the completion of assigned activities. The results obtained have also made it possible to draw up a generic profile of the talented student by combining his or her own assessments and those of his or her environment, and to recognize their most highly valued inherent aptitudes as well as those least valued.
ISSN:1134-3478
DOI:10.3916/C60-2019-02